District Essential Curriculum Mapping

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District Essential Curriculum Mapping

• Algebra I
• February 2008
• Written by
• The Albuquerque Public Schools District Essential
  Curriculum Mapping Task Force
• Lynda Idle, Instructional Manager
• Christina Fritz, Assessment Manager
• Jennifer Macdonald, Curriculum Coordinator
• Gina Middleton, RDA Resource Teacher
• Kathy Richter-Sand, TLS Resource Teacher
• Sue Broemmer, TLS Resource Teacher
• Jackie Calvert, TLS Resource Teacher
• Janet Malta, Sandia Cluster Staff Developer
• Margie Maes, Manzano Cluster Staff Developer
• Lynn Wilson, Valley Cluster Staff Developer
• Cindy Williams, Chaparral ES Instructional Coach

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Agenda

• Welcome/Sign-in/Introductions
• District Curriculum Mapping Initiative
• Connections to the A2L/High School Short-Cycle
  Assessment
• Algebra I Curriculum Map
• Standards
• Assessment
• Content
• Skills
• Plus/Delta

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Group Norms

• Begin and end on time
• Be courteous to colleagues, limit sidebar
  conversations
• Equity of voice
• Stay on task
• Turn cell phones to vibrate/step outside to
• take calls
• Take care of personal needs

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Objectives

• Review the purpose of District Essential
  Curriculum Maps
• Collaborate to build a framework of shared
  understanding about Algebra I essentials
• Write the District Essential Curriculum Map for
  Algebra I

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What is aDistrict Essential Curriculum Map?

• A district planning tool used to map out
  standards-based instruction
• An alignment of instruction and assessments to
  state standards
• A communication vehicle for teachers, students,
  and parents to promote understanding of
  standards-based instruction

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What is aDistrict Essential Curriculum Map?

• A tool that addresses Performance Standards,
  Essential Questions/Big Ideas, Content, Skills,
  and Assessments
• An organizer which supports professional vertical
  and horizontal articulation
• A blueprint to be used as a guide to support
  schools development of differentiated
  course/content planning

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What is the purpose of theDistrict Essential
Curriculum Maps? DECMs

• To align with Public Education Department High
  School Redesign (SB561)
• To align with APS Redesign K-12 initiatives
• To align APS assessments and instruction to NM
  Standards

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DECM Goals

• Every APS course/content area (K-12) will have a
  curriculum map
• Every curriculum map will be articulated
  horizontally and vertically
• Educators will have online access to District
  Essential Curriculum Maps through the Albuquerque
  Instructional Management System (AIMS)

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• What are the key components of a Curriculum Map?

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Curriculum Map Template
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Curriculum Map Components

• Performance Standards
• Essential Questions/Big Ideas
• Content
• ? with related academic vocabulary
• Skills
• ? with related learning activities
• Assessment
• ? Formative and Summative
• ? Rubrics (links)
• Resources

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Performance Standards

• A performance standard identifies what students
  need to know and be able to do at a specific
  grade level.

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Linking Performance Standards to Assessments

• Performance Standards are aligned to district
  benchmark assessments
• High School Short Cycle Assessment is aligned to
  the scope and sequence of the Algebra I
  curricular framework
• The High School Short Cycle Assessment is given
  for
• Algebra I, Geometry, Algebra II
• grades 8-12
• Fall, Winter, Spring administration

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Essential Questions

• Lead students to Big Ideas based upon the
  Performance Standards
• Encourage higher-level thinking
• Ask Why and How rather than What
• Organize key concepts
• Written in student-friendly language
• EXAMPLES
• In what ways can the graph of a quadratic
  equation
• help us answer questions about the height of an
  object?
• Why look for patterns?
• How can data be represented, organized, or
  interpreted?

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Essential Questions

• The mental Velcro that help ideas stick in
  students minds for a long time to come!

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Big Ideas

• Are student answers to Essential Questions
• Central themes
• Teachers use in planning to develop Essential
  Questions
• EXAMPLES
• 1. Foundations
• Rule of Four
• Equivalent equations/expressions
• Linear Functions
• Quadratic Equations
• Data Analysis

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ContentWhat students need to know

• Discipline- or field-based
• Interdisciplinary
• Student-centered
• Written in Noun form
• Vocabulary (academic language) words students
  need to know to understand concepts
• EXAMPLES
• exponents
• linear equations
• polynomials
• Tools and Resources
• Frayer Model
• Teaching and Learning with Text
• Marzanos Building Academic Vocabulary

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Skills

• What students need to be able to do
• Written in Verb form
• Specific, not broad-based
• Measurable
• Used to develop guided learning activities
• Based on standards
• EXAMPLES
• Solving a story problem
• Analyzing graphs
• Applying order of operations

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Assessment

• Products or performances that
• demonstrate student learning
• Formative assessments
• Guides instruction
• Informs the need for differentiation
• EXAMPLES
• Student demonstration
• Group research project (checks along the way)
• Pretest
• KWL
• Quiz
• A2L
• Checking for Understanding
• Exit Slips

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Assessment

• Products or performances that
• demonstrate student learning
• Summative assessments
• Evidence of mastery of standards at specific
  points-in-time
• Graded assessment at the end of the unit of study

Examples Unit Tests Projects Presentations
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Resources to include on a map

• - Adopted instructional materials (math,
• reading, writing programs, etc.)
• - Technology
• - Supplemental materials
• - Links to curriculum frameworks and other
• websites

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What Does a CM Look Like?

• It is a graphic organizer and planner.
• Standards-based units are listed.
• It shows a timeline of what is taught, when!
• The how is based on student data.
• A DECM includes Performance Standards, Essential
  Questions/Big Ideas, Content, Skills,
  Assessments, and Resources.
• .

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Curriculum Map Template
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Next Steps to Mapping

• Discuss Curriculum Map template and connections
  to district short-cycle assessment
• Determine placement of assessment standards to
  specific months
• Identify and place remaining performance
  standards onto map
• Review the resources
• - High School Short-cycle Assessment (HSSCA)
• - Examine Algebra I Curricular Framework
• Begin mapping

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APS/LEI/TLS/JAN08
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Outcomes for Todays Work

• Step 1 Review Assessments (HSSCA) place
  performance standards linked to assessments on
  curriculum map
• Step 2 Place remaining performance standards on
  map for both semesters
• Step 3 Identify Assessments for each standard
• Step 4 Identify Content Skills for each
  standard

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Assessments

• Review HSSCA on curriculum maps
• Look at curriculum frameworks, lesson plans,
  resources
• Plot standards on curriculum map.

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Performance Standards

• As a whole group
• Place identified HSSCA performance standards in
  order by month of when taught on curriculum map
• Place remaining performance standards on
  curriculum map for both semesters

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Content, Skills, Assessments

• In small groups
• Complete the curriculum map for both semesters
  with examples of
• content,
• skills,
• in-class assessments

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Articulation

• Each group share out todays work
• Look for repetitions, omissions, gaps

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Next Steps

• Quickly identify next steps for February 21st
  Algebra I Curriculum Mapping Group
• Big Ideas/Essential Questions
• Academic Vocabulary
• Resources
• Complete Maps
• Look for Repetitions, Gaps, Omissions
• What materials do you want to bring for next time?

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Plus/Delta

• Please complete a plus/delta before you leave.
  Thank you!